Šeimoje netektį patyrusių vaikų (7-11 metų) socializacija ir pedagoginės pagalbos strategijos ; Children (age 7-11) who have experienced loss in the family - socialization and educational assistance strategies
ŠIAULIAI UNIVERSITY Tomas Butvilas CHILDREN (AGE 7–11) WHO HAVE EXPERIENCED LOSS IN THE FAMILY – SOCIALIZATION AND EDUCATIONAL ASSISTANCE STRATEGIES The summary of doctoral dissertation Social sciences, Education (07 S) Šiauliai, 2006 The dissertation was written during the period of 2002–2006 at Šiauliai University Scientific Advisor Prof. Dr. Habil. Vanda Aramavičiūtė (Vilnius University, Social sciences, Education – 07 S) The viva voce examination will be held at Šiauliai University’s Board of Education science branch: Chairman Prof. Dr. Habil. Vytautas Gudonis (The academician of the Academy of Educational and Social sciences of Russia; the academician of the New York’s Academy of Sciences, Šiauliai University, Social sciences, Psychology – 06 S) Members: Prof. Dr. Habil. Vanda Aramavičiūtė (Vilnius University, Social sciences, Education – 07 S) Prof. Dr. Habil. Elvyda Martišauskienė (Vilnius Pedagogical University, Social sciences, Education – 07 S) Prof. Dr. Habil. Marijona Barkauskaitė (Vilnius Pedagogical University, Social sciences, Education – 07 S) Prof. Dr. Jonas Ruškus (Šiauliai University, Social sciences, Education – 07 S) Opponents: Prof. Dr. Habil. Audronė Juodaitytė (Šiauliai University, Social sciences, Education – 07 S) Assoc. Prof. Dr.
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CHILDREN (AGE 7–11) WHO HAVE EXPERIENCED LOSS IN THE FAMILY – SOCIALIZATION AND EDUCATIONAL ASSISTANCE STRATEGIES The summary of doctoral dissertation Social sciences, Education (07 S)
The dissertation was written during the period of 2002–2006 at Šiauliai University Scientific Advisor Prof. Dr. Habil. Vanda Aramaviit(Vilnius University, Social sciences, Education – 07 S) Theviva voceexamination will be held at Šiauliai University’s Board of Education science branch: Chairman Prof. Dr. Habil. Vytautas Gudonis (The academician of the Academy of Educational and Social sciences of Russia; the academician of the New York’s Academy of Sciences, Šiauliai University, Social sciences, Psychology – 06 S) Members: Prof. Dr. Habil. Vanda Aramaviit(Vilnius University, Social sciences, Education – 07 S) Prof. Dr. Habil. Elvyda Martišauskien(Vilnius Pedagogical University, Social sciences, Education – 07 S) Prof. Dr. Habil. Marijona Barkauskait(Vilnius Pedagogical University, Social sciences, Education – 07 S) Prof. Dr. Jonas Ruškus (Šiauliai University, Social sciences, Education – 07 S) Opponents: Prof. Dr. Habil. AudrondaitytJ ou(Šiauliai University, Social sciences, Education – 07 S) Assoc. Prof. Dr. Gediminas Navaitis (Mykolas Romeris University, Social sciences, Psychology – 06 S) The dissertation will be defended at the open meeting of Šiauliai University’s Board of Education science branch on the 31stof January 2007 at 11 am. Address: Šiauliai University, P. Višinskis Street 25, Audit orium 220, Šiauliai The dissertation’s summary has been sent out on the 28thof December 2006 The dissertation is available at Šiauliai University’s library Suggestions are accepted at: Šiauliai University, Science Department Vilnius Street 88, LT-76285 Šiauliai, Lithuania Phone: (8~41) 595 821; Fax: (8~41) 595 809 E-mail: email@example.com Dissertant’s e-mail: firstname.lastname@example.org
ŠIAULIETATREISNUVI S Tomas Butvilas
ŠEIMOJE NETEKTYRAT PIUSVAIK(7–11 met) SOCIALIZACIJA IR PEDAGOGINS PAGALBOS STRATEGIJOS Daktaro disertacijos santrauka Socialiniai mokslai, edukologija (07 S)
Disertacija rengta 2002–2006 m. Šiauliuniversitete Mokslinis vadovas Prof. habil. dr. Vanda Aramaviit (Vilniaus universitetas, socialiniai mokslai, edukologija – 07 S) Disertacija ginama Šiauliuniversiteto Edukologijos mokslo krypties Taryboje: Pirmininkas Prof. habil. dr. Vytautas Gudonis (Rusijos pedagoginiir socialinimokslakademijos, Niujorko mokslo akademijos akademikas, Šiauliuniversitetas, socialiniai mokslai, psichologija – 06 S) Nariai: Prof. habil. dr. Vanda Aramaviit (Vilniaus universitetas, socialiniai mokslai, edukologija – 07 S) Prof. habil.dr. Elvyda Martišauskien (Vilniaus pedagoginis universitetas, socialiniai mokslai, edukologija – 07 S) Prof. habil. dr. Marijona Barkauskait(Vilniaus pedagoginis universitetas, socialiniai mokslai, edukologija – 07 S) Prof. dr. Jonas Ruškus (Šiauliuniversitetas, socialiniai mokslai, edukologija – 07 S) Oponentai: Prof. habil. dr. AudrondouJ tytia(Šiauliuniversitetas, socialiniai mokslai, edukologija – 07 S) Doc. dr. Gediminas Navaitis (Mykolo Romerio universitetas, socialiniai mokslai, psichologija – 06 S) Disertacija bus ginama viešame Edukologijos mokslo krypties Tarybos posdyje 2007 m. sausio 31 d. 11.00 val. Šiauliuniversitete Adresas: ŠiauliP. Višinskio g. 25, 220 a., Šiauliaiuniversitetas, Disertacijos santrauka išsiuntinta 2006 m. gruodžio 28 d. Disertacijgalima peržirti Šiauliuniversiteto bibliotekoje Atsiliepimus rašyti adresu: Šiauliuniversitetas, Mokslo skyrius, Vilniaus g. 88, LT-76285, Šiauliai, Lietuva Tel. (8~41) 595 821; faksas (8~41) 595 809 El. paštas: email@example.com Disertanto el. paštas: firstname.lastname@example.org
INTRODUCTION The relevance of the research.Most of the socialization’s research is directed towards the individual, as social being’s development and his/her participati on in society. Thus the socialization is the essential basis of man’s participation in a particular society, and also the expression, according to which, the relations with surrounded environment and its events, and phenomena are revealed. On the other hand, socialization is quite a difficult psychosocial process: in a fast developing society, it becomes harder for children to socialize adequately. Various social changes (sudden growth of technologies and science, mobility, urbanization, individualization etc.) have an influence on the participants and determinants of socialization. According to J. Gibson and P. Blumberg (1978), adults are influenced by those changes dirrectly through their experienced anxiety and frustrations. However, children are mostly influenced by those ways that were important to socializing adults. Consequently, the socialization process is strongly linked with a child‘s need to identify himself and internalize those values that are appropriate to society. Much research demonstrates(Harris, 1995; Meltzoff and Moore, 1994; Premack and Premack, 1994; Piknas et al., 2000; Gecas, 1981; Cooley, 1964) the person‘s identification approach as the basis of socialization: as at first, the individual pursues to identify himself with closely related people or groups. In other words, to comprehendselfthrough the relations with others and himself – internalize those sociocultural values of a certain group to which child feels relatedness and perceives as positive. Family, as the main socializational institution, plays the main role in socializing children as they first take family‘s socioeconomic status that consequently may influence their future possibilities and decisions. As C. Thornton (2001) conceptualizes, childhood is the time of lea rning from various experiences. This is a time, especially beginning with the school year, when child develops cognitively, physically, and socially (ernius, 2006; Erikson, 2004; Gecas, 1981). Thus every single moment in childhood is useful, even if it would be the loss of a loved one. The period of 7– 11 years in the childhood is mainly stressed as the school life comes into child’s social field. The school, in many ways, may compensate the grieving child’s socialization processes that are laden within non-full family (Broom, 1992 et al.). Exactly the relation between loss in the family and child‘s socialization is stressed in many psychological and educational works(Erik de Corte and Weinert, 1996; Sigelman and Shaffer, 1991;, 2000; Suslaviius, 1995; Kvieskien, 2000, 2003; Leligien, 1997, 2003; Litvinien, 2002; Dovydaitien2001). Experienced loss is a very difficult matter for a child, who, tries to internalize his/her family‘s traditions, values and also to form his/her identity –self I. After the loss a child loses the object of identificationwith whom. As researches show, not
satisfied need of identification can laden the value internalization as well(Perry, 2001; Bowlby, 1980; Grollman, 1990; Wallerstein, 1995; Furman and McNabb, 1997; Crenshaw, 1990; Berns, 1989; Dovydaitien, 2001; Juodaityt, 2002; Giddens, 1995, 2000; James, Friedman, 2001; Hilliard, 2001; Gecas, 1981)words, boys, who have lost their fathers and girls, who. Put in other have lost their mothers, partly lose self identification as a man, and as a woman. The recent researches have shown that children from incomplete families are more linked to the aggressiveness than others from nuclear families (, 2000; Goldman, 2001; Žukauskien, 2001). On the other hand, children, age 6–7 and even younger, after the loss of one of the parents, experience guilt for the things that have happened ( Mishara, 2001 et al.). According to A. Giddens (2005), all that raises a danger for a child becomingselfcore and his/her ontological safety. Thus the loss in the family with its negative emotional charge also makes it more difficult for a child’s need of identification, and consequently – value internalization. As a matter of fact the loss lades such children’s socialization processes. Many authors(todJutyai, 2002; Valickas, 1997; Aramaviit; 2005; Martišauskien, 2004)point to the values‘ internalization as the basis of child‘s socialization, because he/she seeks to identify with close people and intercept their values. However, the loss in the family often makes it harder to do so and regression changes children’s behaviour, their relations with peers etc. (KairienHilliard, 2001; Perry, 2000). For those children, as A. Juodraitis (2004), 2002; states, the difficulties of adaptation often arise; they are linked to intercept anti-social values, and even sometimes assume criminal roles. Besides the experienced loss within the family (parents‘ divorce, parents‘ death, their unemployment or emigration abroad, grandparents‘ death etc.) has more negative influence on children‘s emotional, cognitive and behavioural spheres. Speaking about such childrens‘ emotions, much research (Lovre, 2003; Webb, 1993; Wol felt, 1999; Dovydaitien, 2001; Kübler-Ross, 1997; Radzeviien, 2002; Campos, Campos and Barrett, 1989) reveals that these children emotionally are much more vulnerable than those, who did not experience the loss. Thus the need to help the bereaved children becomes quite important , as every child may experience trauma or crisis in such situations almost every day, although, in the context of globalization, the society is pretty much withdrawn on that matter and on the other hand – quite cynical (Dickenson, Johnson, 1993; Aries, 1993, 2000; Bucher, 1993; Sloterdijk, 1999; Becker, 1975). Subject to the kind of support that adults would give such children, the effectiveness to survive crisis will appear (Kurienand Pivorien, 2000; Navaitis, 1998, 2002). In that case thescientific problemarises: on what theoretical basis the socialization and loss phenomena should be explored; how do these children internalize socio-moral values; do they differ, based on the internalized values’ level, from children, who had not experience loss in the
family; what internal and external factors make stronger influence for grieving children’s (age 7– 11) socialization, and what educational assistance strategies are more appropriate while helping them? The research objectis the socialization of children, who have experienced loss in the family, and educational assistance strategies. The goal– to reveal the socialization peculiarities of such children, exploring the main factors that influence their socialization, and practically to examine the essential educational assistance strategies. sisehtopyH: the socialization of grieving children (age 7–11) becomes easier, when it has helped them to: Internalize social-moral values. Satisfy their need of identification. Feel safe in the school. Have a positive status among peers in the class. The research tasks: 1. To bring up the definition of socialization as a difficult psychosocial phenomenon. 2. children‘sessential values, that make the content of ber eavedTo distinguish the socialization. 3. To set the levels of values‘ internalization on the emotional and behavioural aspects. 4. Point the value internalization peculiarities of children, who have experienced loss in the family and those, who did not on the basis of their gender. 5. that make an influence for such children‘s valueTo reveal internal and external factors internalization. 6. To distinguish the most important educational assistance strategies while making easier socialization process for the grieving children. The defensive thesis’ propositions: 1. of grieving children (age 7–11) is mostly described by the valueThe socialization internalization on the basis of emotions and behaviour. 2. The value internalization of children, who have experienced loss in the family and those, who did not, in some cases differs. 3. factors, that make influence for such children’s socialization, are the lossAmong external in the family, child’s status in the class, teacher’s attitude towards the child’s experienced loss, and educational help character. Among internal ones – child’s need to satisfy self
identification through his/her attitude towards the experienced loss within family, towards the school, his/her status in the class, and self. 4. Grieving children’s socialization becomes much easier, when it has helped them to: 1) have much positive (higher) status in the class, and 2) satisfy their need of self identification.
The research structure and size. Work consists of: introduction, its four parts, conclusions, discussion, the list of cited works, and appendixes. 45 visual aids are given as well (25 tables and 20 figures), and 20 appendixes. Research size – 134 pages, not including the list of cited works and appendixes. There are 301 cited works given in this paper. A BRIEF REVIEW OF THE DISSERTATION’S CONTENT The 1stof the dissertation “The Theoretical Basis of Socialization and its Factorspart in the Childhood”consists offouretsr .apch The 1st chapter“Socialization as Multidimensional Process” analyzes the concept of socialization and possible psychological and sociological paradigms of its process. It is stated in this chapter that socialization is rather difficult psychosocial phenomenon along with values internalization and self identification mechanisms, and also this process is influenced by other social factors that begin in early childhood and last through the lifespan (Erik de Corte and Weinert, 1996; Sigelman, Shaffer, 1991; Kvieskien, 2000, 2003; Aramaviit, 2005; , 2000;, 2001; Broom, Bonjean and Broom, 1992; Juodaityt, 2003; Giddens, 2005). The socialization in childhood starts as a child’s full enrolment into the society, taking all the social roles. Besides, the constant influence of the environment in many ways helps child to understand and internalize socially accepted values and also to identify his/her place in the context of various social interactions. The 2nd chapter“Socialization as the Values’ Internalization” describes many aspects of values’ internalization, which is the basis of man’s socialization. This is quite complex process with behaviour-volition, cognitive and emotional components that mark values’ internalization on the individual level (Martišauskien, 2002, 2004; Aramaviit, 1998, 2002, 2005; Bitinas, 1995, 2004; Watson, 1970; International Encyclopaedia of Developmental and Instructional Psychology, 1996). The values’ internalization is mostly defined as the transformation of social-moral values into person’s inner content. In other words, into the motives of man’s life and activity: attitudes,
emotions, feelings etc. (Bitinas, 2004; Aramaviit, 2005). Thus the internalized value becomes an inner determinant of behaviour or an inner drive, the content of personality that motivates and regulates his/her behaviour and activity. The 3rd chapter“Socialization Problem during the Younger School Period” deals with some peculiarities of primary school children’s socialization, which are: such children’s internal confrontations between low self esteem and their diligence (Erikson, 1963). Not solving such crisis properly may cause various problems in further socialization of those children. On the other hand, socialization at this children’s age is also characterized as larger cognitive and socio-cultural possibilities: the cognitive development becomes faster and socio-cultural field spreads out and grows into wider social nets that a child already has (D‘Andrade and Strauss, 1992; Ortner, 1985; Lave, 1991; Michaels, 1991). The 4th chapter“The Factors that Influence Children’s Socialization” reveals essentially bothinternal cognitive, physiological) and (psychological,external educational) factors (social, that undoubtedly influence children’s socialization (Juodraitis, 2004; Valickas, 1997; Juodaityt, 2002; Bronfenbrenner, 1979; Gecas, 1981; Broom, Bonjean and Broom, 1992). However, the externalfactors (family, school, peers etc.) are more obvious and much more important at this time for children as they get more and more involved in various groups’ acti vities (Gecas, 1981; Valickas, 1997; Brown, 2001). Although the internal socialization factors are important as well: the rapid development of logical thinking, comprehension, imagination, attention and memory (Piaget, 1965). All these components play rather important role for child’s socialization tendencies and success. Aside there are not only purposeful, but hardly predictable both internal and external socialization factors that children experience. Self identificationin this chapter is mostly defined as specific feature of children, age 7– 11. On the one part it is self identification with other people, their groups, and satisfying the need to belong to some of those social groups on the emotional basis. On the ot her part it is quite complicated psychological phenomenon, which helps to take some another person’s characteristics and perceive them as one’s own (,, 2001; Harris, 1995; Meltzoff and Moore, 1994; Premack and Premack, 1994; Berk, 2006). The social interactions with others, especially with family members, is an important component of children’s identification to whom and also forming their self I. Speaking in other words, through membership the self-awareness and social identities are created, and also that reveals the individuality of child’s interaction with him/herself and with others.
Family’srole is very important as well as family is one of the ess ential sources of socialization that leads to child’s full enrolment into the socie ty and appropriate values’ internalization (Berns, 1989; Macionis, 1995; Höffner, 1996; Krumm, 1993; G uas, 1990; Ivanauskien1998; Chapman and Campbell, 2001). The success of values’ internalization mostly, depends on what kinds of relations are established within the family. On the other hand these relations quite often are troubled, because of many crises that the family nowadays has to deal with. One of such crises is the rapid spreading of various losses that child experiences. Thus thelossin the family can be harmful for children’s socialization (James and Friedman, 2001; Perry, 2001; Hilliard, 2001; Bowlby, 1980; Grollman 1990; Wallerstein, 1995; Furman and McNabb, 1997; Crenshaw, 1990; Berns, 1989; Giddens, 2005; Santrock and Warshak, 1979; Stevenson and Black, 1995; Kbler-Ross, 1997). In the context of globalization there are many different kinds of experienced losses within the family, but mostly explored are: changing the living place, losing the parent’s rights, family conflicts, parent’s divorce and one of the parent’s death. Schoolalong with the family is also very important for a child’s socialization. Being as society’s agent, school conveys and adds those values, ideology, and rituals that are nourished in the family, and also develops child’s both physical and mental abilities (Gecas, 1981; Berns, 1989; Vasiliauskas, 2005; Butkien Kepalait and, 1996; Broom, 1992; Barkauskait, 2001; Cole and Cole, 2000). The teacher is the main initiator and supporter of appropriate relations among school community and from teacher’s personality and his/her ability to do it correctly depends child’s socialization (Barkauskait, 2001; Indrašien, 2004; Bakutyt, 2001; Vaitkeviius, 1995; Ruškus, 2000; Berns, 1989). Thus theeducational assistancethis chapter is presumed as not(support) in only the direct intervention in order to eliminate inappropriate child’s behaviour or his/her attitudes towards something, but most likely as the wholeness of educationally purposeful actions that help to solve child’s psychosocial problems and also to make socialization process not so much complicated (Morrison, McIntyre, 1975; Šlapkauskas, 1998; Kvieskien, 2005; Navaitis, 1998). The 2ndpart of the dissertation “The Research Methodology of Children’s (age 7–11), who Have Experienced Loss in the Family, Socialization”consists offiveetpahcrs. The 1stchapter“The Common Research Characteristics” reveals the mainresearch stages: 1) during thefirst stage the scientific literature was studied and analyzed. The (2002–2003) research object, hypothesis, goal and tasks were set; 2) during thesecond stage(April through May 2003) the pilot study with91 school teachers from different regions of Lithuania was primary made. The data of1961was gathered and analyzed. All that helped to identify the children predominant losses in the child’s family and to reveal such a child’s personal features. On the basis
of this research the model of internalized values at this children’s age was created; 3) during the third stage(2003–2004) the diagnostic research about children’s, who have experienced loss in the family, socialization and its factors was held. There were263 children from Siauliai’s primary schools and13teachers included in this research. Seeking to reveal teachers’ attitude towards their profession and child’s experienced loss in the family the survey with113teachers was done. The data served as the basis to evaluate the research’s hypothesis and to set the educational experiment in order to make easier socialization processes for grieving primary school children; 4) during the fourth stage(2005–2006) the educational experiment was held in one of the Siauliai’s primary schools with two 4th students’ groups. After the experiment the second diagnostic research grade was made, which helped to evaluate some changes of children’s socialization. In this chapter theresearch methodology is presented. The whole research mainly is based on:phenomenological theory(Husserl, 2005; Merleau-Ponty, 2005; Micknas, Stewart, 1994). This theory gives some links and meaning of values’ internalization and socialization processes; existential theory(, 1997; Jaspers, 2003; Yalom, 2005; Frankl, 1997) that reveals the necessity to be open in this world, and not to be afraid to express one’s fairs and other feelings; symbolic interactionism(Cooley, 1964; Giddens, 2005), which shows men’s relations in the groups, different models, and how the behaviour changes according to various situations;tini veogc theory(Kohlberg, 1984; Piaget, 1965) expressing individual’s thinking importance to his/her further actions: while thinking, child perceives his/her world, him/herself and so creates new behavioural models;iroivaheb ms(, 2000; Skinner, 1971) that rises the importance of learned behaviour;classical test construction theory 1999; Campbell, Stanley, 1973), (Charles, which helps to comprehend the instruments’ constructions to explore a person’ s behaviour, emotions, attitudes and his/her interactions with social environment. The 2nd chapter“The Pilot Study” deals with the survey’s organization, meaning and its process. Thegoalsreveal the predominant losses among primary schoolof this study are to children and also to show some peculiarities of grieving child’s (age 7–11) personality. Using the method ofstandardized questionnaire, teachers were asked to point out what losses their students have experienced recently, and what would be the main such of such children individual characteristics. Thestatistical analysis of the data was done using the Chi square criterion and Spearman’s Rho correlation coefficient. Themain lossesthat children have experienced in their families were:parents’ divorceand theirnmeyotlpmenuor looking for a job abroad. These children were described as more withdrawn emotionally and in some cases – aggressive or having low self-esteem. Finally, this study helped to
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